South Bromsgrove High. Curriculum Policy

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1 South Bromsgrove High Curriculum Policy Came into effect Policy responsibility September Chris Smith South Bromsgrove High Academy Trust is a charity and a company limited by guarantee, registered in England and Wales with Company Number whose Registered Office is at Charford Road, Bromsgrove, B60 3NL

2 Curriculum policy 1. The National curriculum 1.1 The revised National Curriculum has now been published and comes into force in September 2014 for all year groups in Key Stage 3 and Key Stage 4 simultaneously, except for the core subjects in Key Stage 4 where the programmes of study will come into force as the new GCSEs roll out. 1.2 Academies, free schools, UTCs and colleges that enroll students will be free to follow the National Curriculum or not as they choose but all schools are obliged to provide a broad and balanced curriculum and to teach religious education and sex and relationship education. PSHE remains nonstatutory but recommended. 2. Current practice at SBHS Key Stage The statutory subjects that all students must study at Key Stage 3 (KS3) are art and design, citizenship, computing, design and technology, English, geography, history, mathematics, modern foreign languages, music, physical education and science. The teaching of careers education, sex education and religious education is also statutory. Key Stage The statutory subjects that all students must study at Key Stage 4 (KS4) are citizenship, English, computing, mathematics, PE and science. The teaching of careers education, sex education, work-related learning and religious education is also statutory. 2.3 The KS4 entitlement for every student in a maintained school to study, and take a qualification in, one arts subject, one humanity, one design technology and one language remains. Non-statutory curriculum 2.4 The curriculum also includes non-statutory Programmes of Study for: religious education, based on the framework for Religious Education and local SACRE guidelines personal well-being, which includes the requirements for sex and relationship and drugs education economic well-being and financial capability, including the requirements for careers education. 3. At SBH we believe that: 3.1 The curriculum is rooted in our commitment to provide relevant and challenging learning to all children. The most up to date description of the KS4 curriculum can be found in the Personalising Pathways booklet which is available via the school s website. 3.2 Students at South Bromsgrove High will experience a broad and balanced academic curriculum that supports continuity of learning between Key Stages and a rich extra-curricular programme. 1

3 3.3 We aim to play our part in preparing students for the opportunities, uncertainties and responsibilities of adult life. In particular we strive to: Cater for the needs of individuals of both genders and from all ethnic and social groups, including the most able and those who are experiencing learning difficulties Facilitate our students' acquisition of knowledge, and development of skills and qualities which will help them to develop intellectually, emotionally, socially, physically and morally so that they may become independent, responsible, resilient, confident and considerate members of the community Create and maintain an exciting and stimulating learning environment including Setting suitable learning challenges Responding to students diverse learning needs Overcoming potential barriers to learning and assessment for individuals and groups of students Ensure continuity within key stages and progression towards higher education, training and employment Recognise the crucial role which parents play in their children's education and make every effort to encourage parental involvement in learning and achievement Encourage students to be adaptable, to become problem solvers in a variety of situations to develop enquiring minds and to be able to work independently and as members of a team. Develop tolerance, respect and appreciation of the feelings and capabilities of others Develop the ability of students to make reasoned judgements and choices, based on interpretation and evaluation of relevant information from a variety of sources Be able to listen and read for a variety of purposes and be able to convey their meaning accurately and appropriately through speech and writing for a variety of purposes Ensure that homework and self-study is appropriate and builds on learning and experiences from lessons. (there is a separate Homework Policy that outlines the school s approach) 4. Leadership and coordination 4.1 Each curriculum area is led and coordinated Subject Leaders who are responsible for maintaining a departmental development plan (DDP), schemes of work, and quality assurance processes for their subject area. 4.2 SBH sets its own standards for learning and progress. These are informed and driven by our exams analyses meetings, target-setting framework, self-evaluation processes and school development planning (SDP), led and managed by the Strategic Leadership Team, and subject leadersfaculty and ppastoral lleaders. Reviews are carried out by external reviewers to supplement our evaluations. 5. Designatedion curriculum time 5.1 The school day comprises: 5 x 1hr lessons 1x 5 min registration period 1x 25 min PSD lesson 1x 20 min morning break 1x 40 minute lunch break 5.2 GCSEs in maths, English language and English literature have been reformed for first teaching from 2015, first awarding from These new GCSEs will be linear, will have more extended writing tasks and will be entirely assessed by external examination. The content is also greater than current GCSEs. This reform has been the catalyst for reviewing the curriculum for 2014, and moving from a one week to a 2

4 two week timetable. This is to facilitate giving extra curriculum time to maths and English, while maintaining a balance with the time allocation to other subjects. 5.3 All students in Years 9-11 access timetabled lessons for 55 hours per fortnight. 5.4 The number of hours of teaching each fortnight in Years 9-11 is detailed below: Ma En Sc MFL Hi Ge Hum or DT core DT RS IT PE Art Dr Mu Opt A Opt B Yr 9 KS x x Yr 10 KS Yr 11 KS Students embark on GCSE courses in Year 9 in English, Mathematics, Science and, MFL. and RS. 5.6 In KS4, all students study both English Language and English Literature. 5.7 In Maths ssome students are currently examined at GCSE in Mathematics at the end of Year 10 and resits are available in the summer of Year 11. Some students also work towards and are examined for AQA Maths Award, Functional Skills or the Free Standing Unit in Year 11 alongside their GCSE programmes Two different accreditations are offered in Science: Core Science in Year 10 and Additional Science in Year 11 resulting in 2 GCSEs Triple science over Years 10 and 11 resulting in 3 GCSEs 5.9 In MFL, all students have an experience of French (1 lesson per week) and German or Spanish (1 lesson per week) until October half term, after which they can express a preference to study one of the three languages to GCSE level. Students have the option to select a second or third language through our options process for study towards GCSE level in Years 10 and 11. (For more detail see the Personalising Pathways booklet which is available on the school s website) The Religious Studies course in Year 9 is in line with the aims of the Worcestershire Agreed Syllabus course in RS is started in year 9 and completed by the end of year Students select, with appropriate Careers Education, Information, Advice and Guidance (IAG), a KS4 course in Humanities or in Technology The school may exempt students (typically around 20 students each year) who have specific learning needs from the requirement to study a Modern Foreign Language in Year 109 so that they can focus on learning in other subjects Students who have the potential to achieve the English Baccalaureate are advised to study a Humanities subject in addition to the core In order to meet their individual needs, some students will access qualificationsaccess qualifications through the local college network, usually for courses where enhanced facilities are required and which 3

5 have a strong work related component. Heads of Year play a key role in determining student eligibility for these programmes Students can state two preferences from a wide choice of subjects from our option blocks. (For more detail see the Personalising Pathways booklet which is available on the school s website) Option Subjects in 20165/176 were: GCSE courses 3D Design Art Business Studies Catering Computing Drama English Language English Literature Food and Nutritionpreparation & nutrition French Geography German Graphic Products History Humanities (Geography and History) Humanities (RS) Mathematics Media Studies Music Physical Education Product Design Religious Studies Science (double award) Science (triple award: Biology, Chemistry and Physics) Spanish Textiles Travel & Tourism Formatted: No Spacing, Space After: 0 pt Formatted: No Spacing BTEC courses Business Studies Dance Engineering Health and Social Care Sport OCR Cambridge National Certificate ICT: Creative imedia 6. Sixth Form 6.1 Thresholds for entry to the Sixth Form are published to students and parents well in advance through the Choosing Sixth Form Courses booklet and current, students need at least 400 points scored from GCSEs to access A Level course and around 380 points for BTEC level 3 courses. Formatted: Not Highlight 4

6 6.2 It is strongly recommended that students have achieved at least a grade B at GCSE in the subjects (or related subjects) they intend to study at AS. 6.3 The majority of students study four subjects in Year 12 at AS level and three subjects in Year 13 at A2 level. Each subject is allocated 9 hours of teaching time per fortnight. 6.4 In addition to their level 3 programmes (AS/A2/BTEC) the schoolsbhs offers severalthree enrichment pathways: Extended Project Qualification ( which has AS equivalence) General Studies (AS and A2) Diploma in Financial Studies Core Maths qualification (for students who have achieved a grade C or above at GCSE and wish to continue to study maths in the sixth form but are not taking A level maths). Higher Sports Leadership Award AQABacc Enterprise, Employability and Personal FinanceEEPF 6.5 Students select subjects in Year 12 from four blocks. In 20165/176 these blocks comprised: BLOCK A BLOCK B BLOCK C BLOCK D Art Biology Chemistry Biology Biology Business Studies Economics Business Studies History Chemistry English Language English Language Law Computing Film Studies English Literature A level courses Media Studies English Literature French Food Technology Physics Further Maths Geography Geography Psychology History Maths German Sociology Maths PE Government & Politics Spanish Music Physics Maths Music Technology Psychology Product Design Sociology Religious Studies Theatre Studies Textiles BTEC courses BTEC Business (Double) BTEC ICT BTEC Health & Social Care (Triple) BTEC Hospitality BTEC Applied Science (Forensics) Single BTEC Sport (Double) BTEC Business BTEC Health & Social Care BTEC ICT (Double) BTEC Engineering BTEC Health & Social Care (Double) BTEC Sport Formatted: Left 5

7 BTEC Engineering (Double) Subjects are offered subject to timetable and staffing. 6.6 The Head of Sixth Form may reduce or increase an individual student s curriculum in exceptional circumstances, if it is agreed with parents and the student that this would justifiably be in the student s best educational interests. 6.7 Students who did not achieve a grade C at GCSE in maths and/or English Language continue to follow a GCSE course of study with resit opportunities in November and June. 6.8 The statutory participation age (PA) has been raised to 18 for the academic year All young people must be in full-time education, apprenticeships or employment with training and must be advised accordingly during Year Curriculum Planning 7.1 Curriculum planning is carried out by the Deputy Headteacher with responsibility for the curriculum and timetabling in consultation with subject leaders, the Director of the Sixth Form and the Director of Vocational Learning. This group evaluates the current curriculum, considers recent legislation and new frameworks, and plans the curriculum for the following two years. 7.2 Curriculum Plans are discussed with the SLG and submitted to the Governing Body for approval. 8. Equality of Opportunity/Inclusion 8.1 SBH aims to make the curriculum physically accessible to all students, as far as is reasonably practicable. The school has an Accessibility Plan which is available to parents on request 8.2 Students are taught in both mixed-ability classes and classes that are set by ability/learning need. Differentiation within lessons ensures that access to the curriculum is available for all. 8.3 Our Learning Support department, which supports students with special educational needs or learning difficulties, offers individual and group support in lessons and in the SEN base. 9. Careers Education, Information, Advice and Guidance (CEIAG) 9.1 Students in Years 9-13 receive individual careers advice and guidance though our PSHE programme, tutor system and careers officer. 9.2 Sixth Form students receive individual guidance on applications for higher education and training. 9.3 Students wishing to apply to Oxbridge receive additional support. 10. Personal, Social & Health Education 10.1 Personal and Social Development (PSD) is a scheduled learning experience and incorporates aspects of careers work, citizenship, financial awareness and hearth-related topics as well as covering areas which support emotional development including bereavement and making relationships work. Some topics are covered by form tutors and others and experienced through a rotation. Currently we have 5x 25 min PSD sessions per week, one of which is given over to a year group assembly. 6

8 10.2 The school provides sex education in the core curriculum for all students, in which students are encouraged and guided by moral principles and taught to recognise the value of family life. A full statement of the school's sex education policy is available to parents. It has been drawn up in consultation with staff, students and parents, and takes into account the views of representatives from the community. It has regard for the government's guidance in Sex and Relationship Education Guidance (0116/2000). In accordance with legislation the biological aspects of human reproduction remain compulsory for all students, but parents may withdraw their children from any other part of the sex education provided without giving reasons. 11. Religious Education Religious Education is a component of our core curriculum in Year 9. The course covers elements of ethical, philosophical and religious understanding that prepares students to be religiously literate for the 21 st century. Parents have the right to withdraw their children from Religious Education. The school also has a programme of collective worship involving some whole-school assemblies and tutor group assemblies (Ref: Spiritual, Moral, Social & Cultural Development Policy). Parents have a right to withdraw their children from acts of collective worship and should inform the Headteacher in writing if they wish to do so. 12. PE & Games 12.1 All students in Years 9-11 are expected to take part in the school's core PE programme. 13. Extra-curricular Activities 13.1 The school has a wide and varied programme of cultural and sporting activities, which complement the taught curriculum. All students are encouraged to participate in the programme. The school is a national leader in Duke of Edinburgh award with very significant numbers of students in Years accessing Bronze, Silver and Gold award each year. 14. Concerns and Complaints 14.1 Parents who have concerns about any aspect of the curriculum should discuss these in the first instance with the relevant subject leaderhof. If there is difficulty resolving the issue, Deputy Headteachers and the Headteacher may become involved. 15. Monitoring and Review 15.1 This policy will be monitored by the Curriculum Planning team and the Deputy Headteacher (Curriculum) Headteacher will report on the policy annually to the Governors Performance and Standards committee. Chris Smith JanuarySeptember